The book you can trust to guide you through your teaching career, as the expert authors share tried and tested techniques in primary settings. For this new edition Dominic Wyse, with Andrew Pollard, has worked with top practitioners from around the UK, to create a text that is both cohesive and that continues to evolve to meet the needs of today's primary school teachers.
Reflective Teaching in Primary Schools uniquely provides two levels of support:
- practical, evidence-based guidance on key classroom issues including relationships, behaviour, curriculum planning, teaching strategies and assessment
- evidence-informed 'principles' and 'concepts' to help you continue developing your skills.
New to this edition:
- More case studies and research summaries based on teaching in the primary school than ever before
- New reflective activities and guidance on key readings at the end of each chapter
- Updates to reflect recent changes in curriculum and assessment across the UK
reflectiveteaching.co.uk provides a treasure trove of additional support.
Recenzijos
This text provides a superlative exploration of the myriad aspects of primary school education. There is value in its pages for everyone, from the trainee starting out, to the experienced school leader. It continues to reserve its worthy place on my bookshelf. * Daniel Ayres, University of East London, UK *
Daugiau informacijos
Providing excellent support for trainee and practising teachers, expert authors combine evidence-based principles with practical advice and examples to ensure a solid grasp of reflective practice and the realities of a primary school classroom.
How to Use This Book
Introduction
Part I: Becoming a Reflective Professional
1. Identity. Who Are We, and What Do We Stand For?
2. Learning. How Can We Understand Learner Development?
3. Reflection. How Can We Develop the Quality of Our Teaching?
4. Principles. What Are the Foundations of Effective Teaching and Learning?
Part II: Creating Conditions For Learning
5. Contexts. What Is, and What Might Be?
6. Relationships. How Are We Getting On Together?
7. Engagement. How Are We Nurture Positive Behaviour?
8. Spaces. How Are We Creating Environments For Learning?
Part III: Teaching For Learning
9. Curriculum. What Is To Be Taught and Learned?
10. Planning. How Are We Implementing the Curriculum?
11. Pedagogy. How Can We Develop Effective Strategies?
12. Communication. How Does Language Support Learning?
13. Assessment. How Can Assessment Enhance Learning?
Part IV: Reflecting On Consequences
14. Outcomes. How Do We Monitor Student Learning Achievements?
15. Inclusion. How Are We Enabling Learning Opportunities?
Part V: Deepening Understanding
16. Expertise. How Do We Take A Holistic View?
17. Professional Learning. How Can We Nurture Career-Long Reflective Teaching?
18. Professionalism. How Does Reflective Teaching Contribute to Society?
List Of Case-Studies, Checklists, Figures and Research Briefings
Bibliography
Acknowledgements
Index
Andrew Pollard is Professor of Education Policy and Practice and supports educational research at the IOE, UCLs Faculty of Education and Society, University College London, UK. He was Director of the UK-wide Teaching and Learning Research Programme (TLRP).
Dominic Wyse is Professor of Early Childhood and Primary Education, IOE, UCLs Faculty of Education and Society, University College London, UK
The author team: Ayshea Craig, Caroline Daly, Sinead Harmey and Amanda McCrory (IOE, UCLs Faculty of Education and Society, University College London, UK), Sarah Seleznyov (London South Teaching School Alliance, UK), Louise Hayward (University of Glasgow, UK), Steve Higgins (Durham University, UK)
